The students in my Genocide and Crimes Against Humanity course gained new and meaningful perspectives on what life was like for those targeted for extermination by the Nazi regime by creating a unique and innovative art exhibition that explored the lives of young victims of the Holocaust.
When I graduated from teacher’s college, my goal was to teach high school music and history. I wanted to have discussions about the people and choices that shape society, the injustices of the past, and the levers that we have to create change. I spent a year supplying, and then in 2014/2015 I was got a position - much to my surprise - in a grade one classroom, and the following year, in a grade five/six split classroom.
Each year, like all educators, I think about new culminating activities that are meaningful and engaging. Inspired by Humans of New York on Facebook, I thought this concept would fit well into my Grade 11 Genocide and Crimes against Humanity course. In fact, the more posts I read, the more I realized how closely aligned they are to Facing History’s Scope and Sequence.
In 2015, Dr. Rob Simon, Associate Professor at the Ontario Institute for Studies in Education of the University of Toronto (OISE), and students from his teacher education course partnered with Sarah Evis, a teacher from Delta Senior Alternative School in the Toronto District School Board (TDSB), and her grade 8 students, to study Art Spiegelman’s popular intergenerational Holocaust survivor memoir and graphic novel, Maus: A Survivor’s Tale.
Topics: Art, Books, Antisemitism, Choosing to Participate, Holocaust, Facing History and Ourselves, Innovative Classrooms, Holocaust Education, Middle School, Strategies, Culturally Responsive and Relevant Pedagogy, Night, genocide, Lesson Ideas, big paper, Inside a Genocide Classroom, Social Justice, Personal history
Valerie Simmons was born in London, England in 1921. She has been writing poetry since she was six years old. At the beginning of WWII she worked in a first aid post dealing with Blitz casualties. When the Battle of Britain ended she joined the Women’s Air Force (WAF) where she was an admin officer throughout England and in Egypt. After the war she earned a BA from London University and went on to get her teaching qualifications. She has taught and worked in libraries.
Remembrance Day is a poignant moment to reflect upon the sacrifice that men and women made before us. As we get farther away from the world wars of the past, how do we as educators ensure that this day is meaningful for our students?
This week is #MuseumWeek, where museums from around the world will be convening with museum lovers on twitter to journey behind the scenes, to explore the grounds, and to share ideas about what we choose to remember for the future.
Museums are invaluable to education. The carefully selected exhibits, information, and artifacts provide tangible and visual evidence for exploration, reflection, and dialogue that support lessons in the classroom. Museums allow students to build upon prior knowledge – to see things differently.
Memorializing the Armenian genocide.
I have always been fascinated by the creation of – and purpose behind – memorials and monuments. I can appreciate the level of thought and detail that goes into each and every design.
Six years ago, Prime Minister Stephen Harper made a public apology on behalf of all Canadians for the residential schools the government of Canada created in the 19th century that plagued the fabric of Canadian history for generations to come. Between 1880 and 1996, more than 150,000 First Nations, Inuit, and Métis children were forced into Indian residential schools and thousands did not survive. Those that did survive suffered a loss of language, culture, family, and self. Many suffered abuse at the hands of those who were supposed to care for them.